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Tài liệu Designing activities for effective vocabulary instruction among 10th grade students an action research project at a high school in hai duong

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After applying research “Designing activities for effective vocabulary instruction at a high school in Hai Duong”, the study achieved some results as follows First: Improving students' ability to memorize vocabulary increased through the test survey. The results of students increased highly in the post- test. This proves that the application of the method of using activities to teach vocabulary is effective and enhanced students' retention of vocabulary. Second: For students' vocabulary learning attitudes through the surveys of questionnaires and interviews found the activities (Repeating words, playing games, diagrams and using visual aids) were the effective activities, helped students to memorize vocabulary easily. Third: The application of action research-oriented method used vocabulary instruction activities through three main tools: test, questionnaire and interviews obtained the effectiveness in the research.
VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  ĐẶNG THỊ THẬP DESIGNING ACTIVITIES FOR EFFECTIVE VOCABULARY INSTRUCTION AMONG 10th-GRADE STUDENTS - AN ACTION RESEARCH PROJECT AT A HIGH SCHOOL IN HAI DUONG Thiết kế các hoạt động để dạy từ vựng hiệu quả cho học sinh lớp 10 – một dự án nghiên cứu hành động tại một trường THPT ở Hải Dương M.A. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 Hanoi - 2020 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  ĐẶNG THỊ THẬP DESIGNING ACTIVITIES FOR EFFECTIVE VOCABULARY INSTRUCTION AMONG 10th-GRADE STUDENTS - AN ACTION RESEARCH PROJECT AT A HIGH SCHOOL IN HAI DUONG Thiết kế các hoạt động để dạy từ vựng hiệu quả cho học sinh lớp 10 – một dự án nghiên cứu hành động tại một trường THPT ở Hải Dương M.A. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 Supervisor: Huỳnh Anh Tuấn, Ph. D Hanoi - 2020 DECLARATION I certify that the minor thesis entitled “ Designing activities for effective vocabulary instruction among 10th - grade students - An Action Research Project at a high school in Hai Duong” is the result of my own work and has not been submitted in any form for another degree or diploma at any universities or other institutions. Hanoi, 2020 Student Đặng Thị Thập i ACKNOWLEDGEMENTS This research has been completed with the assistance and encouragement of many members. So I would like to express my attitude toward them. First of all, I would like to acknowledge my truthful gratitude to my supervisor, PhD Huynh Anh Tuan for his thorough reading, critical comments, invaluable guidance and precious corrections of the thesis. It was his acute guidance that has enabled me to find the right way to complete this study. I also would like to express my sincere thanks to all lecturers and staff of Department of Postgraduate Studies for their valuable lessons and precious help and to my students at the school, who have been willing to answer my interviews. I appreciate the assistance and cooperation of the students in classes from the tenth grade at my school. Without all people‟s help, I would not have been able to this thesis. My special words of thanks are sent to my family, my parents, my sons, especially my husband who has been supporting me by many different ways to overcome obstacles and accomplish my research work and the last person I have to show deep grateful is my benevolent parish priest. Hanoi, 2020 ii ABSTRACT The study was concerned with designing a variety of different activities to instruct vocabulary applied to forty tenth - grade students at a high school in Hai Duong. The major aim of the research was to find out some effective vocabulary instruction activities to improve students‟ vocabulary retention. This study was conducted by adopting classroom action research and a qualitative and quantitative analysis. The data for this action research were collected through three instruments: questionnaires, vocabulary tests, and interviews. The results showed that some activities brought practical benefits to the teaching and learning English vocabulary. iii ABBREVIATIONS St : Student Sts : Students iv TABLE OF CONTENTS DECLARATION ............................................................................................. i ACKNOWLEDGEMENTS ........................................................................... ii ABSTRACT ................................................................................................... iii ABBREVIATIONS ....................................................................................... iv LIST OF TABLES ........................................................................................ ix LIST OF FIGURES ....................................................................................... x LIST OF CHARTS ....................................................................................... xi CHAPTER 1. INTRODUCTION ................................................................. 1 1.1.Rationale for the research ........................................................................... 1 1.2. Aims and objectives of the study .............................................................. 2 1.3. Research questions .................................................................................... 3 1.4. Scope of the study ..................................................................................... 3 1.5. Method of the study .................................................................................. 3 1.6. Significance of the study ........................................................................... 4 1.7. The structure of the thesis ......................................................................... 4 CHAPTER 2. LITERATURE REVIEW .................................................... 5 2.1. Definition and types of vocabulary ........................................................... 5 2.1.1. Definition of vocabulary ........................................................................ 5 2.1.2. Breadth of vocabulary knowledge ......................................................... 6 2.1.3. Depth of vocabulary knowledge ............................................................ 6 2.1.4. Types of vocabulary ............................................................................... 6 2.2. The Importance of Vocabulary instruction ............................................... 8 2.3. The process of vocabulary teaching .......................................................... 9 2.3.1. The role of vocabulary teaching ............................................................. 9 2.3.2. Methods and approaches of teaching vocabulary at high school .......... 9 2.4. The techniques in teaching vocabulary .................................................. 11 v 2.4.1. Using Objects ....................................................................................... 11 2.4.2. Drawing ................................................................................................ 12 2.4.3. Using illustrations and Pictures ............................................................ 12 2.4.4. Contrast ................................................................................................ 13 2.4.5. Mime, Expressions and Gestures ......................................................... 14 2.4.6. Translation ............................................................................................ 14 2.5. Some factors that affect vocabulary acquisition ..................................... 15 2.6. Vocabulary teaching Activities ............................................................... 19 2.7. Previous studies ....................................................................................... 19 2.7.1. Previous studies in international context ............................................. 19 2.7.2. Previous studies in Vietnamese context ............................................... 22 CHAPTER 3. METHODOLOGY .............................................................. 23 3.1. Restatement of the research questionnaire .............................................. 23 3.1.1. Research approach: Action research .................................................... 23 3.1.2. The setting of the study ........................................................................ 24 3.2. Participants .............................................................................................. 25 3.3. Data collection instruments ..................................................................... 25 3.3.1. Tests ..................................................................................................... 26 3.3.2. Questionnaires ...................................................................................... 26 3.3.3. Interview ............................................................................................... 27 3.4. Data collection procedures ...................................................................... 27 3.4.1. Tests ..................................................................................................... 28 3.4.2. Questionnaires ...................................................................................... 29 3.4.3. Interviews ............................................................................................. 29 3.5. Data analytical framework ...................................................................... 30 3.6. Summary ................................................................................................. 31 CHAPTER 4. FINDINGS AND DISCUSSIONS ...................................... 32 4.1. The enhancement of the students‟ vocabulary retention ........................ 32 4.1.1. The students‟ score on the pre-test and post-test ................................. 32 vi 4.1.2. Values for testing mean‟s differences between the pre-test and post-test .. 33 4.2. The students‟ attitudes towards vocabulary instruction activities ......... 35 4.2.1.The students‟ favorite activities ............................................................ 35 4.2.2.The students‟ vocabulary improvement ................................................ 37 4.2.3. The students‟ vocabulary retention ...................................................... 37 4.2.4. The students‟ vocabulary acquisition .................................................. 38 4.2.5. The students‟ evaluation of vocabulary instruction activities .............. 39 4.2.6. The students‟ the most favorite things about the teaching activities ... 41 4.2.7. The students‟ the least favorite things about the teaching activities ... 41 4.3. Summary ................................................................................................. 42 CHAPTER 5. CONCLUSION AND RECOMMENDATIONS ............. 43 5.1. Recapitulation ......................................................................................... 43 5.2. Conclusion ............................................................................................... 43 5.3. Recommendations ................................................................................... 45 5.4. Limitation of the study and suggestions for further study ...................... 45 REFERENCES ............................................................................................. 47 APPENDICES .............................................................................................. 51 Appendix 1 ..................................................................................................... 51 Appendix 2 ..................................................................................................... 53 Appendix 3 ..................................................................................................... 56 Appendix 4 ..................................................................................................... 58 Appendix 5 ..................................................................................................... 59 Appendix 6 ..................................................................................................... 63 Appendix 7 ..................................................................................................... 64 Appendix 8 ..................................................................................................... 67 Appendix 9 ..................................................................................................... 68 Appendix 10 ................................................................................................... 69 Appendix 11 ................................................................................................... 72 vii Appendix 12 ................................................................................................... 74 Appendix 13 ................................................................................................... 76 Appendix 14 ................................................................................................... 77 Appendix 15 ................................................................................................... 78 viii LIST OF TABLES Table 1. Statistical test result on the pre-test and post-test ...................................... 32 Table 2. Paired Samples t Test statistics between the pre-test and posttest ............. 33 Table 3. Paired Samples Correlations ...................................................................... 33 Table 4. Paired Samples Test difference ................................................................. 34 ix LIST OF FIGURES Figure 1. Carr and Kemmis‟ Action Research Model (1986) .................................. 24 Figure 2. Data analytical framework........................................................................ 30 x LIST OF CHARTS Chart 1. Students‟ preferable activities .................................................................... 36 Chart 2. The students‟ vocabulary acquisition ......................................................... 38 Chart 3. The effectiveness of the vocabulary instruction activities ......................... 40 xi CHAPTER 1. INTRODUCTION This chapter presents the rationale, the aims and research questions of the study. It also describes the significance, the scope, as well as the methods of the research. In addition, it further provides an overview of the research design. 1.1.Rationale for the research English has become a popular language in the world nowadays, especially in the fields of culture, arts, trade, commerce and education. Learning English, therefore, is a key to open many doors for any professional success. Many countries use it as the first language and as a second language in communicating. In Vietnam, English is one of the compulsory subjects learnt at school. The purpose of learning English is to communicate, so vocabulary knowledge is often considered as a critical tool for the second language learners to perform communication actively. Understanding the importance of the vocabulary acquisition, Schmitt (2000) emphasizes that “Lexical knowledge is the center to communicate and to acquire a second language”. Chu (2008) argues that “Significance of vocabulary transcends that grammar and lexicon play an indispensible role in the development of basic language skills”. Similarly, Nation (1990), Schmitt (2000), Cheng (2009), and Hsu (2009) mention that “vocabulary is considered as being a very important element of language learning”. Read (2000) states that “the descriptiveness, accuracy, and quality of writing are influenced directly by the learners‟ vocabulary size and word knowledge”. Judd (1978) suggests that “vocabulary learning is important for both language skills‟ development and fluency”. Therefore, the employment of strategies for vocabulary learning is inseparably related to the learning efficacy of English. XII However, many students are struggling with learning foreign language especially vocabulary usage and the ability to use context clues. Every teacher has their own way to impart their knowledge of English language for their students. They choose and organize many interesting activities in order to encourage students‟ spirit and enthusiasm. It is a very effective way to frame between learning vocabulary and developing skills. Hence, most teachers expect their students to acquire knowledge quickly and actively as possible. They organize a variety of teaching activities using the suitable techniques and materials to teach the lessons effectively. Generally, vocabulary teaching and learning are also the big challenges for both teachers and students. In particular, the English teaching facilities are still inadequate due to the lack of language classrooms. Therefore, students usually find lessons, which includes writing words on paper, learning by heart or learning passively through the teachers‟ explanation etc…, mon. All in all, from the language teacher‟s perspective, it is essential to design a variety of vocabulary teaching activities to help students acquire knowledge, and develop skills effectively. This is the reason why the researcher decided to carry out this thesis on the topic: ―Designing activities for effective vocabulary instruction for 10th grade students - An Action Research project at a high school in Hai Duong‖. The researcher hopes that the result will contribute meaningfully to improve the quality of teaching and learning English language at high schools in Hai Duong province and all over country. 1.2. Aims and objectives of the study The aim of the study is to design some activities to teach vocabulary. The objectives of the study are: -To explore the activities which help students to improve vocabulary retention. XII - To get to know the students‟ attitudes towards these activities. 1.3. Research questions This study is planned to search the effectiveness of the designed activities in instructing of the vocabulary, to enhance students‟ vocabulary retention and to know the students‟ opinions of these activities. Therefore, to achieve the aims stated above, the study would find the answers to the following questions: 1. To what extent do the activities improve the learners’ vocabulary retention? 2. What are the students’ attitudes towards these activities? 1.4. Scope of the study The study focuses on designing activities to instruct vocabulary effectively for 10th grade students at a high school in Hai Duong. The participants in the study are 10th - grade students. 1.5. Method of the study The study was carried out by some steps as follows: First, the survey questionnaire for students was employed to find out the effective vocabulary instruction activities. Second, tests were conducted to help the researcher to obtain deep insight into the students‟ vocabulary knowledge improvement. Third, students‟ interviews were controlled in this study to help the researcher to get to know the students‟ attitudes towards the vocabulary instruction activities. After that, the data was collected, sorted and analyzed quantitatively and qualitatively to obtain realistic results and recommendations for the vocabulary instruction activities were proposed based on the results found from the above data collection instruments. XII 1.6. Significance of the study This study contributed to find out the effective vocabulary instruction activities encountered by the students at a high school in learning language vocabulary. The results of the study are believed to assist the students to improve their vocabulary retention. 1.7. The structure of the thesis The thesis is divided into five chapters. Chapter 1 is the introduction, which presents the rationale for the study, the aims and objectives, the research question, the scope, the methods. the significance, and the design of the study. Chapter 2 is for the literature review which provides the theoretical background of the study. It focuses on the definition, classification, importance, process, techniques of vocabulary, some factors that affect vocabulary acquisition and vocabulary teaching activities. Chapter 3 is the methodology, which describes the participants and data collection instruments to analyze these data. Chapter 4 is the findings, discussions and recommendation, the data were collected from the survey questionnaires for the students, vocabulary tests, and interview Chapter 5 is the conclusion of the study in which the implications for designing vocabulary instruction activities are discussed and the limitations of the study and suggestions for further research are presented. XII CHAPTER 2. LITERATURE REVIEW This chapter studies a range of the main features as definition and types of vocabulary, the importance, the process, and the techniques of teaching vocabulary, some factors that affect vocabulary acquisition and vocabulary teaching activities. 2.1. Definition and types of vocabulary 2.1.1. Definition of vocabulary Vocabulary is considered as the words of a language, including single items and phrases or chunks of several words which cover a particular meaning. Vocabulary addresses single lexical items-words with specific meanings, but it also includes lexical phrases or chunks. Moreover, vocabulary is all about words which are in a language or a special set of words you are trying to learn. In short, vocabulary is very important in English foreign language learning. Firstly, Hornby (1995: 1331) defines “vocabulary as the total number of words in a language and it is a list of words with their meanings”. While Ur (1998: 60) states that “Vocabulary can be defined, roughly, as the words we teach in the foreign language. However, a new item of vocabulary may be more than just a single word”, for example, post-office , and brother-in-law etc… which are made up from two or three words but they are only expressed by a single idea. In addition, Burns (1972: 295) discusses “vocabulary as the stock of words which is used by a person, class or profession”. Furthermore, Diamond and Gutlohn (2006) state that “vocabulary is the knowledge of words and word meanings”. In summary, from the above definitions, it can be seen that vocabulary is the collection of the words that are necessary to express speakers‟ opinions when XII communicating. That is the reason why vocabulary is important to the language learners. 2.1.2. Breadth of vocabulary knowledge Breadth of vocabulary knowledge is the quantity or number of words learners acquire at a special level of language expertise, Nation (2001). Therefore, it can be exposed with meaning how much vocabulary language learners have already accrued in their learning process. Furthermore, other things of evaluation instruments have been used to measure lexicon knowledge, Nassaji (2006), for instance, an identification test (such as requiring learners to identify a synonym), word-definition matching test, or translation (such as requiring learners to translate a word into the foreign language). According to the researchers‟ experiences and observation, such test formats for checking-up on students‟ breadth of vocabulary knowledge are broadly recognized and implemented at schools and universities. 2.1.3. Depth of vocabulary knowledge Read (2000:15) shows that depth of vocabulary knowledge relates to the quality of word knowledge and the learners understand words‟ meanings clearly. Different aspects of knowledge associated with a word may include the following areas: Its pronunciation and spelling, its morphological features, or its syntactic and semantic relationship with other words, etc. 2.1.4. Types of vocabulary * According to the use of word Vocabulary can be divided into two types: “active or productive and passive or receptive vocabulary”. Active or productive vocabulary XII Active vocabulary consists of words which students understand, use constructively in speaking and writing, even can pronounce correctly. It involves what is needed for receptive vocabulary plus the ability to speak or write at the appropriate time. Therefore, productive vocabulary can be addressed as an active process, because the learners can produce the words to express their thoughts to others. When teachers tell students not to use the word get or to find a better adjective to replace nice, they are trying to encourage them to transfer words from their passive vocabulary into their active vocabulary”, (Laurie Bauer (1998)). In short, the active vocabulary is one of the kinds of words the students have been taught and they expect to be able to use it in many different contexts. Passive or receptive vocabulary Receptive vocabulary is words that the learners recognize and understand when they use them in the different contexts, but which they cannot produce. It is the vocabulary that the learners recognize when they see or meet in reading texts but do not use it in speaking and writing. Passive or receptive vocabulary can be recognized and understood in the context of reading or listening, Aeborsold and Field (1977). Nation (1990) refers to the words that students can organize when they expect to distinguish words which have the similar sound. From the explanation above, it can be concluded that productive and receptive words are different types of vocabulary. This is relevant for the people to understand words in terms of visual, aural, oral and written words, so vocabulary selection is important in teaching language. XII
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